Tel 64 3 479 8441
Professor Elaine Reese is the Education Domain Leader on a national birth cohort study, Growing Up in New Zealand. She has authored over 80 papers. She has served on the Children’s Action Plan, a government committee to help at-risk children. She has been a PI or co-PI on four Marsden grants from the Royal Society of New Zealand.
She has served as Editor of the Journal of Cognition and Development, and on the editorial boards of the journals Cognitive Development, Infant and Child Development, Reading Research Quarterly, and Memory Studies.
Elaine joined the Department in 1993. She has over 20 years of university teaching experience, at both the graduate and undergraduate levels. She coordinates the Master’s programme in the Department.
- The development of children’s autobiographical memory, language, and literacy
- Social influences on children’s development
Atatoa Carr, P. E., Reese, E., Bird, A. L., Bandara, D. K., Grant, C. C., & Morton, S. M. B. (2017). Caring for our infants: parents’ antenatal childcare intentions and nine-month reality. Early Years, 1-19. Advance online publication. doi: 10.1080/09575146.2017.1323186
Peterson, E. R., Andrejic, N., Corkin, M. T., Waldie, K. E., Reese, E., & Morton, S. M. B. (2017). I hardly see my baby: Challenges and highlights of being a New Zealand working mother of an infant. Kōtuitui. Advance online publication. doi: 10.1080/1177083X.2017.1391852
Robertson, S.-J. L., & Reese, E. (2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3-25. doi: 10.1177/1468798415598354
Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109-132. doi: 10.1080/19404158.2017.1399914
Reese, E., Fivush, R., Merrill, N., Wang, Q., & McAnally, H. (2017). Adolescents' intergenerational narratives across cultures. Developmental Psychology, 53(6), 1142-1153. doi: 10.1037/dev0000309